Question 1

Identify some of the deficits that exist in training group leaders and discuss how these concerns might be addressed.

Accepted Answer

The authors identify several deficits with group training models. Specifically, many group leaders are not trained to work in a natural setting. One example the authors use is that school counselors are often not taught about the practical limitations they face in the school setting, such as only having 20-40 minutes for a group session and dealing with nonvoluntary members. Another deficit cited is that leaders are not given practical, supervised experience within their training programs and opportunities to receive feedback and improve upon their leadership skills. Many training programs require students to be members of a group, but not to lead a group. The authors state that this is concerning on two different levels. First, being a member of a group does not adequately substitute for leading a group. Second, many times the groups that students participate in are of little value, do not properly model group counseling skills, and are boring, in general. The authors' biggest concern is that people lead groups in many different settings without adequate training. These concerns can be addressed in graduate programs by ensuring that group counseling students receive ample opportunity to lead real groups and receive feedback on their work. In addition, the authors argue that group leaders should advocate for more training from their administrators.

Question 2

. When a leader evaluates a session, she pays particular attention to

Accepted Answer

A)  How closely she followed her plan? 
B)  When she deviated from her plan, did she have a good reason? 
C)  How closely did she come to meeting the needs of the members? 
D)  All of the available choices. 
A)  How closely she followed her plan? 
B)  When she deviated from her plan, did she have a good reason? 
C)  How closely did she come to meeting the needs of the members? 
D)  All of the available choices. D

Question 3

It is a very good practice for co-leaders using the "shared" model, that is where they work together as a smooth team, to echo each other's words so the major points of their work get reinforced for the members.

Accepted Answer

A) True 
 B)False  False

Question 4

According to the authors, co-leaders who differ somewhat in their approach, and who are pulling the group in opposite directions may benefit most from using which model of co-leadership?

Accepted Answer

A)  Shared leading 
B)  Alternate leading 
C)  Apprentice model 
D)  None of these 
A)  Shared leading 
B)  Alternate leading 
C)  Apprentice model 
D)  None of these

Question 5

How can a leader evaluate the changes a group has made in members' lives?

Accepted Answer

A leader may evaluate the changes a grou

Question 6

When using co-leaders in a group, it is best that the leaders don't plan in advance because such planning can interfere with the natural flow of the group experience.

Accepted Answer

A) True 
 B)False

Question 7

In order for co-leading to be successful, the authors state that co-leaders must

Accepted Answer

A)  like each other. 
B)  work as a team. 
C)  be secure in their position in the group. 
D)  all of the choices 
A)  like each other. 
B)  work as a team. 
C)  be secure in their position in the group. 
D)  all of the choices

Question 8

According to the authors, a major advantage of co-leading is that it is often _______than leading a group alone.

Accepted Answer

easier, mo

Question 9

The authors recommend that co-leaders use care not to echo each other's words when using which model of co-leadership?

Accepted Answer

A)  Shared leading 
B)  Alternate leading 
C)  Apprentice model 
D)  None of the choices 
A)  Shared leading 
B)  Alternate leading 
C)  Apprentice model 
D)  None of the choices

Question 10

______8. Although there have been many articles published encouraging research into group leadership,

Accepted Answer

A)  No one has come to the front with on-going quality research 
B)  Much of the research is simply ignored 
C)  The application of such research has limited value 
D)  None of these choices 
A)  No one has come to the front with on-going quality research 
B)  Much of the research is simply ignored 
C)  The application of such research has limited value 
D)  None of these choices

Question 11

Perhaps the most important type of evaluation of a group experience is how the time devoted to the group helped members make appropriate changes in their lives outside the group.

Accepted Answer

A) True 
 B)False

Question 12

Effective leaders engage in ____________after each session to determine the impact of his or her role in the group.

Accepted Answer

self-evalu

Question 13

Which of the models of co-leadership discussed requires that co-leaders carefully listen to each other and follow each other's nonverbal cues?

Accepted Answer

A)  Shared leading 
B)  Alternate leading 
C)  Apprentice model 
D)  All of the choices 
A)  Shared leading 
B)  Alternate leading 
C)  Apprentice model 
D)  All of the choices

Question 14

What is the status of research in the field of group work?

Accepted Answer

By and large, research is not being cond

Question 15

In the __________model of co-leadership, one leader is much more experienced than the other; the group is led mostly by the more experienced leader.

Accepted Answer

The answer of In the __________model of co-leadership, one leader...

Question 16

The authors suggest that, overall, it is much easier for a group leader to lead a group by herself than to try to work with a co-leader.

Accepted Answer

A) True 
 B)False

Question 17

The leader can "market" the idea that people can change their lives by using a lot of excitement and ____________________.

Accepted Answer

energy or

Question 18

In co-leading situations where leaders "flow" with each other with neither taking the complete lead is referred to by the authors as the ___________co-leadership model.

Accepted Answer

The answer of In co-leading situations where leaders "flow" with...

Question 19

Why should leaders exercise caution when reading members' evaluations of the group?

Accepted Answer

Leaders should read members feedback abo

Question 20

Which of the following is NOT an advantage of co-leading?

Accepted Answer

A)  It requires less planning 
B)  It is easier than leading alone 
C)  It provides members with different points of view 
D)  It gives leaders a chance to get feedback from other leaders 
A)  It requires less planning 
B)  It is easier than leading alone 
C)  It provides members with different points of view 
D)  It gives leaders a chance to get feedback from other leaders

Identify some of the deficits that exist in training group leaders and discuss how these concerns might be addressed.

_______10. When a leader evaluates a session, she pays particular attention to

It is a very good practice for co-leaders using the "shared" model, that is where they work together as a smooth team, to echo each other's words so the major points of their work get reinforced for the members.

According to the authors, co-leaders who differ somewhat in their approach, and who are pulling the group in opposite directions may benefit most from using which model of co-leadership?

How can a leader evaluate the changes a group has made in members' lives?

When using co-leaders in a group, it is best that the leaders don't plan in advance because such planning can interfere with the natural flow of the group experience.

In order for co-leading to be successful, the authors state that co-leaders must

According to the authors, a major advantage of co-leading is that it is often _______than leading a group alone.

The authors recommend that co-leaders use care not to echo each other's words when using which model of co-leadership?

______8. Although there have been many articles published encouraging research into group leadership,

Perhaps the most important type of evaluation of a group experience is how the time devoted to the group helped members make appropriate changes in their lives outside the group.

Effective leaders engage in ____________after each session to determine the impact of his or her role in the group.

Which of the models of co-leadership discussed requires that co-leaders carefully listen to each other and follow each other's nonverbal cues?

What is the status of research in the field of group work?

In the __________model of co-leadership, one leader is much more experienced than the other; the group is led mostly by the more experienced leader.

The authors suggest that, overall, it is much easier for a group leader to lead a group by herself than to try to work with a co-leader.

The leader can "market" the idea that people can change their lives by using a lot of excitement and ____________________.

In co-leading situations where leaders "flow" with each other with neither taking the complete lead is referred to by the authors as the ___________co-leadership model.

Why should leaders exercise caution when reading members' evaluations of the group?

Which of the following is NOT an advantage of co-leading?

Introduction

Stages of Groups, Group Process, and Therapeutic Forces

Purpose of Groups

Planning

Getting Started: the Beginning Stage and Beginning Phase

Basic Skills for Group Leaders

Focus

Cutting Off and Drawing Out

Rounds and Dyads

Exercises

Introducing, Conducting, and Processing Exercises

Leading the Middle Stage of a Group

Using Counseling Theories in Groups

Counseling and Therapy in Groups

Closing a Session or Group

Dealing With Problem Situations

Working With Specific Populations

Filters

Exam 18: Issues in Group Counseling

Identify some of the deficits that exist in training group leaders and discuss how these concerns might be addressed.

_______10. When a leader evaluates a session, she pays particular attention to

It is a very good practice for co-leaders using the "shared" model, that is where they work together as a smooth team, to echo each other's words so the major points of their work get reinforced for the members.

According to the authors, co-leaders who differ somewhat in their approach, and who are pulling the group in opposite directions may benefit most from using which model of co-leadership?

How can a leader evaluate the changes a group has made in members' lives?

When using co-leaders in a group, it is best that the leaders don't plan in advance because such planning can interfere with the natural flow of the group experience.

In order for co-leading to be successful, the authors state that co-leaders must

According to the authors, a major advantage of co-leading is that it is often _______than leading a group alone.

The authors recommend that co-leaders use care not to echo each other's words when using which model of co-leadership?

______8. Although there have been many articles published encouraging research into group leadership,

Perhaps the most important type of evaluation of a group experience is how the time devoted to the group helped members make appropriate changes in their lives outside the group.

Effective leaders engage in ____________after each session to determine the impact of his or her role in the group.

Which of the models of co-leadership discussed requires that co-leaders carefully listen to each other and follow each other's nonverbal cues?

What is the status of research in the field of group work?

In the __________model of co-leadership, one leader is much more experienced than the other; the group is led mostly by the more experienced leader.

The authors suggest that, overall, it is much easier for a group leader to lead a group by herself than to try to work with a co-leader.

The leader can "market" the idea that people can change their lives by using a lot of excitement and ____________________.

In co-leading situations where leaders "flow" with each other with neither taking the complete lead is referred to by the authors as the ___________co-leadership model.

Why should leaders exercise caution when reading members' evaluations of the group?

Which of the following is NOT an advantage of co-leading?

Introduction

Stages of Groups, Group Process, and Therapeutic Forces

Purpose of Groups

Planning

Getting Started: the Beginning Stage and Beginning Phase

Basic Skills for Group Leaders

Focus

Cutting Off and Drawing Out

Rounds and Dyads

Exercises

Introducing, Conducting, and Processing Exercises

Leading the Middle Stage of a Group

Using Counseling Theories in Groups

Counseling and Therapy in Groups

Closing a Session or Group

Dealing With Problem Situations

Working With Specific Populations

Filters